5 Factors Affecting LLS Usage
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Age, gender, motivation, learning style, and length of language learning can impact the usage of language learning strategies. Younger learners tend to use metacognitive strategies more, while older adults use metacognitive self-management strategies more. Females generally use more strategies than males, though some studies found males used more strategies in certain contexts. Motivation is positively correlated with increased strategy usage. Learning style also influences strategy selection - social learners prefer social and interactive strategies. Longer language learning experience correlates with using a wider variety of cognitive and memory strategies.
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5 factors that affect language learning strategies
The document discusses several factors that influence language learning: motivation, gender, experience studying a language, proficiency level, and learning style. It summarizes several studies that found motivation is a major factor in language learning. Gender may also influence strategy use, though results are conflicting. Learners with more experience studying a language tend to use cognitive and memory strategies more. Lower proficiency learners employ communication strategies more than higher proficiency learners. Learners with global or intuitive learning styles tend to use compensation and affective strategies more frequently than sequential learners.
5 factors that affect lls
Five factors that affect language learning strategies are discussed:
1) Motivation - More motivated students tend to use more learning strategies than less motivated students.
2) Learning styles - A student's learning style preferences influence the types of strategies they use. For example, extroverts prefer social strategies while introverts use metacognitive strategies more.
3) Gender - Studies have found that females generally use language learning strategies more frequently than males, though sometimes males surpass females in certain strategies.
4) Age - Younger learners tend to use simpler strategies while adult and more advanced learners employ more complex strategies.
5) Proficiency - A higher language proficiency level is associated with increased use of both
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This document discusses five key factors that affect second language strategy use: level of proficiency, motivation, gender, age, and learning style. It finds that intermediate learners use more metacognitive strategies than beginners, while low-proficiency students employ more communication strategies. Motivated learners adopt and use strategies more frequently. Females generally use strategies more than males. Metacognitive and social strategies are most common for primary school children, while older learners favor metacognitive self-management strategies. Extroverts prefer social strategies, while introverts favor metacognitive strategies. Learners who prefer group study use social and interactive strategies.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Factors That Affecting LLS
This document summarizes several key factors that affect language learning strategies: motivation, experience, gender, proficiency, and learning style. It discusses research showing that motivation and attitudes are primary influences on language learning. Experience in a language makes students more likely to use cognitive and memory strategies. Gender studies found females use memory and metacognitive strategies more than males. Higher proficiency is linked to greater awareness of language learning rules and strategies. And learning style, such as being auditory or visual, impacts the types of strategies students employ.
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This document summarizes research on factors that influence language learning strategies. It finds that students prefer reading in their native language and understandable materials. Learning style, gender, language proficiency level, and motivation all impact the types of strategies used. Higher proficiency is linked to more cognitive and metacognitive strategies. Females generally use strategies more than males. Extroverts prefer social strategies while introverts use metacognitive strategies more. Higher motivation is associated with adopting strategies more frequently.
Five factors that affecting lls
This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.
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The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
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5 factors that affect language learning strategies
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Five factors that affect language learning strategies are discussed:
1) Motivation - More motivated students tend to use more learning strategies than less motivated students.
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This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
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This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.
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The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
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The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
Factors Affecting LLS Usage
This document discusses 5 factors that affect language learning strategy usage: motivation, age, gender, learning style, and language proficiency. Highly motivated students use strategies more often. Older learners have more experience and better study habits. Research shows females use some strategies like memory and affective strategies more than males. Learning style influences strategy choice. High proficiency learners use a wider variety of strategies than low proficiency learners.
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting lls (1)
Five factors that affect language learning strategies are discussed: motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners adopt more strategies than higher proficiency learners. Learning styles also influence strategy use, with extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background also impacts strategy use, with different cultural groups employing specific strategies at different frequencies.
Factors affecting lls
Five factors that affect language learning strategies are discussed: motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners adopt more strategies than higher proficiency learners. Learning styles also influence strategy use, with extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background also impacts strategy use, with different cultural groups employing specific strategies at different frequencies.
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
5 factors affecting language learning strategies
Five factors that affect language learning strategies are motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners use more strategies than higher proficiency learners. Learning strategies also depend on learning style, such as extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background influences strategy use, with different cultures employing specific strategies at different frequencies.
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Bruner's three-tiered model of learning and Dale's cone of experience both arrange learning experiences by degree of abstraction. They focus on how a child engages with learning as it grows. The main differences are that Bruner's model only has 3 stages while Dale's cone has 11 experiences, and Bruner deals with the importance of language in development while Dale involves step-by-step processes.
Similarly, Thomas PPPF and Gagne's nine instructional materials both give strategies to gain knowledge and concentrate on student learning. However, Thomas discusses proper use of materials while Gagne identifies nine specific instructional materials, and Thomas focuses on teaching strategies while Gagne also addresses the results of using strategies.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Factors affect lls
This document discusses 5 factors that affect language learning strategy use: motivation, gender, learning styles, language proficiency, and beliefs. For each factor, several studies are cited that examine the relationship between that factor and strategy use. The studies generally find that more motivated, female, and proficient learners tend to use strategies more frequently and in different ways than less motivated, male, and proficient learners. Learning style and beliefs about language learning are also found to influence an individual's strategy use.
5 Factors Affecting Language Learning Strategies (LLS)
This document discusses several factors that affect language learning strategies:
1. Language proficiency level - Higher proficiency learners use more metacognitive and cognitive strategies, while lower proficiency learners rely more on compensation strategies.
2. Motivation level - More motivated learners adopt and use learning strategies more frequently than less motivated learners. Motivation has a significant impact on strategy use.
3. Learning style preferences - Individual learning styles like extroversion/introversion influence what strategies learners prefer, such as social or metacognitive strategies.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
Five factors that affect language learning strategy (LLS) usage are identified:
1. Age - Younger learners tend to use metacognitive strategies less than older learners over 30.
2. Gender - Females generally use more LLS than males, especially social interaction and meaning-making strategies.
3. Proficiency level - High proficiency learners acquire more LLS, but the relationship is not necessarily causal. Beginners sometimes report using more strategies than intermediates.
4. Career choice - Learners in social science/humanities use more LLS than those in engineering/physical sciences.
5. Year of learning - Different school years can impact strategy use in various categories
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
Factors affecting the LLS usage
The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors affecting language learning strategies
This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.
Presentation1
This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
Slidshare
The document discusses several studies on language learning strategies and motivation. Wong & Filmore (1979) found that cognitive and social strategies are important for young children's language development. Chesterfield and Chesterfield (1985) found that children first develop receptive strategies like repetition and then strategies for interaction like attention getting. Gardner (1985) identified motivation and attitudes as primary sources of language learning, consisting of goals, effort, wants and attitudes. Oxford & Nyikos (1989) and Politzer (1983) found that females tend to use language learning strategies like social interaction and formal practice more frequently than males. Politzer & mcgroarty (1985) and O’malley & Chamot (1990) found that Asian learners
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This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
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The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
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This document discusses 5 factors that affect language learning strategy usage: motivation, age, gender, learning style, and language proficiency. Highly motivated students use strategies more often. Older learners have more experience and better study habits. Research shows females use some strategies like memory and affective strategies more than males. Learning style influences strategy choice. High proficiency learners use a wider variety of strategies than low proficiency learners.
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This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
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Five factors that affect language learning strategies are discussed: motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners adopt more strategies than higher proficiency learners. Learning styles also influence strategy use, with extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background also impacts strategy use, with different cultural groups employing specific strategies at different frequencies.
Factors affecting lls
Five factors that affect language learning strategies are discussed: motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners adopt more strategies than higher proficiency learners. Learning styles also influence strategy use, with extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background also impacts strategy use, with different cultural groups employing specific strategies at different frequencies.
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
5 factors affecting language learning strategies
Five factors that affect language learning strategies are motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners use more strategies than higher proficiency learners. Learning strategies also depend on learning style, such as extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background influences strategy use, with different cultures employing specific strategies at different frequencies.
Educ117
Bruner's three-tiered model of learning and Dale's cone of experience both arrange learning experiences by degree of abstraction. They focus on how a child engages with learning as it grows. The main differences are that Bruner's model only has 3 stages while Dale's cone has 11 experiences, and Bruner deals with the importance of language in development while Dale involves step-by-step processes.
Similarly, Thomas PPPF and Gagne's nine instructional materials both give strategies to gain knowledge and concentrate on student learning. However, Thomas discusses proper use of materials while Gagne identifies nine specific instructional materials, and Thomas focuses on teaching strategies while Gagne also addresses the results of using strategies.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Factors affect lls
This document discusses 5 factors that affect language learning strategy use: motivation, gender, learning styles, language proficiency, and beliefs. For each factor, several studies are cited that examine the relationship between that factor and strategy use. The studies generally find that more motivated, female, and proficient learners tend to use strategies more frequently and in different ways than less motivated, male, and proficient learners. Learning style and beliefs about language learning are also found to influence an individual's strategy use.
5 Factors Affecting Language Learning Strategies (LLS)
This document discusses several factors that affect language learning strategies:
1. Language proficiency level - Higher proficiency learners use more metacognitive and cognitive strategies, while lower proficiency learners rely more on compensation strategies.
2. Motivation level - More motivated learners adopt and use learning strategies more frequently than less motivated learners. Motivation has a significant impact on strategy use.
3. Learning style preferences - Individual learning styles like extroversion/introversion influence what strategies learners prefer, such as social or metacognitive strategies.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
Five factors that affect language learning strategy (LLS) usage are identified:
1. Age - Younger learners tend to use metacognitive strategies less than older learners over 30.
2. Gender - Females generally use more LLS than males, especially social interaction and meaning-making strategies.
3. Proficiency level - High proficiency learners acquire more LLS, but the relationship is not necessarily causal. Beginners sometimes report using more strategies than intermediates.
4. Career choice - Learners in social science/humanities use more LLS than those in engineering/physical sciences.
5. Year of learning - Different school years can impact strategy use in various categories
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
Factors affecting the LLS usage
The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors affecting language learning strategies
This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.
Presentation1
This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
Slidshare
The document discusses several studies on language learning strategies and motivation. Wong & Filmore (1979) found that cognitive and social strategies are important for young children's language development. Chesterfield and Chesterfield (1985) found that children first develop receptive strategies like repetition and then strategies for interaction like attention getting. Gardner (1985) identified motivation and attitudes as primary sources of language learning, consisting of goals, effort, wants and attitudes. Oxford & Nyikos (1989) and Politzer (1983) found that females tend to use language learning strategies like social interaction and formal practice more frequently than males. Politzer & mcgroarty (1985) and O’malley & Chamot (1990) found that Asian learners
Factors that Affecting LLS
This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
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factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
factors that affecting LLS usage- NATALIAH JOSEPH (A143852) UKM TESL.
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This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
FACTOR AFFECTING LLS
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
This discussion is prepared for Task 6: Factors Affecting Language Learning Strategies (LLS) as a requirement for GGGE6533 Language Learning Strategies Instruction.
A discussion on the factors that affect the use of Language Learning Strategies (LLS). Definition on the language learning strategies are also discussed.
Prepared for: Prof. Dato' Dr. Mohamed Amin Embi
Prepared by: Nur Yasmin Khairani Zakaria
5 Factors that Affect Language Learning Strategies
Factors that Affect Language Learning Strategies
Prepared For : Prof. Dr. Mohamed Amin bin Embi
Prepared By : Nurul Izzati binti Abdullah P79115
Factors affecting lls
1. Motivation to learn a language can come from integrative motivation, where students want to be part of the language community, or instrumental motivation, where the goal is to improve job prospects or exam results.
2. Gender differences in language learning strategies have been studied extensively with varying results, though some research has found that women tend to use social learning strategies more while men prefer cognitive strategies.
3. Socioeconomic factors like family income, parents' education levels, and cultural background can also influence the language learning strategies used by students.
Factors affecting LLS usage
This is part of my assignments for Language Learning Strategies Instruction with Prof. Dr. Mohamed Amin Embi
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
The matter of how to correct errors is exceedingly complex.
Research on error correction methods is not at all conclusive about the most effective method or technique for error correction.
It seems quite clear that students in the classroom want and expect errors to be corrected.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
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5 factors affecting language learning strategies (lls)
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
5 factors affecting language learning strategies use (slides)
A task completed for the course GGGE6533 Language Learning Strategies Instruction with the National University of Malaysia (UKM), Bangi for Masters in Education (TESL). The topic is on the 5 factors affecting language learning strategies (LLS). This presentation mainly presents what has been discovered in previous research and studies on the topic.
learner variables in language learning
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1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
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FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES (LLS)
5 Factors that Affect Language Learning Strategies
5 Factors that Affect Language Learning Strategies
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
Second-Language Acquisition (Cross-Linguistic Influence and Learner Language)
5 factors affecting language learning strategies (lls)
5 factors affecting language learning strategies (lls)
5 factors affecting language learning strategies use (slides)
5 factors affecting language learning strategies use (slides)
Similar to 5 Factors Affecting LLS Usage
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
Factors Affecting Language Learning Strategy Use
This document discusses 5 factors that affect language learning strategy usage: gender, motivation, experiences studying the language, field of study, and language proficiency. Gender differences lead to varied strategy preferences between males and females. Motivation prompts more strategy use, and is divided into instrumental and integrative orientations. Experience studying the target language abroad leads to greater proficiency and strategy variety. Field of study relates slightly to strategy choice. Higher language proficiency levels correlate with increased strategy usage frequency.
5 Factors Affecting LLS Usage
This document summarizes research on five factors that affect language learning strategies: motivation, gender, experiences in studying a language, family background, and age. Several studies found that motivation, both instrumental and integrative, positively impacts language learning. Gender differences were also found to influence strategy use, with females using certain strategies more frequently than males. Experience studying a language, such as time spent abroad or in an English-speaking country, was shown to affect strategy choices. Family background factors like socioeconomic status and parental education also impact language learning. Finally, age and level of experience impacted strategy use, with older and more experienced language learners employing certain strategies more than younger learners.
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) While males reported a slightly higher use of strategies overall, there was no statistically significant difference found between males and females in their overall strategy use or in most individual strategy categories.
3) Indirect strategies like metacognitive, affective and social strategies tended to be used more than direct strategies like memory, cognitive and compensation strategies.
Lls cambodian
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) There was no significant difference between male and female students in their overall use of language learning strategies. Some individual strategies showed differences but not the overall use.
3) Indirect strategies like metacognitive, affective and social strategies were used more frequently than direct strategies like memory, cognitive and compensation strategies.
5 Factors Affecting Language Learning Strategies
This presentation is for my Learner Strategies instructor, Prof Amin Embi, National University of Malaysia.
5 Factor Affecting the Usage of LLS
This document discusses 5 factors that affect language learning strategy use: proficiency level, motivation, learning styles, gender, and experience studying. Higher proficiency is associated with increased use of both direct and indirect strategies. Motivation is also a major influencing factor, with more motivated learners adopting strategies more frequently. Individual learning styles like extroversion/introversion impact strategy preferences. Studies have found that females generally use strategies more than males. Years of language learning and school year can influence strategy use as well.
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Does applying vocabulary learning strategies vary based on gender the case of...
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
A Case Study On Language Learning Strategies Of EFL Learners At A State Unive...
This study examined the language learning strategies of 185 Turkish EFL learners enrolled in preparatory classes at Pamukkale University. Data was collected using the Strategy Inventory for Language Learning questionnaire. The findings showed that the learners had a moderate overall use of strategies, with the highest being metacognitive strategies and the lowest being affective strategies. There were no significant differences between male and female learners' strategy use. Strategy use increased with higher language proficiency levels. The type of high school graduated from had a significant effect on strategy use.
factors affecting LLS usage among language learners
These are a few factors affecting LLS usage among language learners that had been collected from various sources
Factors affecting second language learning strategies
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
5 factors affecting language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.
Presentation
This document discusses several factors that can influence second language learning: motivation, age, gender, ethnicity/cultural background, and intelligence. For motivation, it describes how teachers can intrinsically and extrinsically motivate students. It notes that age affects how quickly adults versus children learn initially, but that starting younger allows for higher proficiency levels. Gender differences in learning strategy use are inconclusive between studies. Cultural background and first language can impact the learning process through issues like linguistic interference. Intelligence is difficult to separate from environment, but seems important for language rule learning.
5 factors that affect language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
Factors affecting LLS usage
There are several key factors that affect language learning strategy usage:
1) Motivation is the most influential factor, with highly motivated learners using strategies more frequently. Japanese learners tend to be more motivated and use strategies more than Spanish learners.
2) Gender also impacts strategy use, as females generally employ strategies more and with greater frequency than males. Females particularly favor memory, metacognitive, affective and social strategies.
3) Socioeconomic status influences learning, as children from lower SES backgrounds tend to lack exposure to optimal language use compared to middle SES children. Parental involvement also correlates with SES.
5 factors affecting language learning strategies
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.
Five factors affecting language learning strategies
Five factors that affect language learning strategies are discussed: motivation, gender, language proficiency level, learning style, and family background. Motivation is identified as the most important factor by several sources, with more motivated learners using strategies more frequently. Gender differences are also discussed, with females generally using strategies more than males. Language proficiency level influences strategy use, with more advanced learners employing cognitive and metacognitive strategies. Learning style preferences determine what strategies learners adopt, such as social strategies for group-oriented learners. Family background characteristics like socioeconomic status and parental education levels can impact students' language achievement.
Factors affecting usage of language learning strategies
This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.
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5 Factors Affecting LLS Usage
- 3. Age does give different outcomes in the language learning strategy usage. For example, a child from the age of a newborn to the age of 12 (until primary school) are proven to use metacognitive strategy rather than other strategy. This study had been done by Purdie and Oliver (1991). A study by White (1993) meanwhile showed that people from the ages of 30 and above used metacognitive self-management strategies more than when they were still in their childhood. Based on these two research, we can conclude that age does matter in LLS usage. Even though the learners still use the same strategy since they were in their childhood until their adulthood, the usage and the proficiency will still make some major difference.
- 5. A study by Ehrman and Oxford (1998) shows that females used more strategies than males. Females used their strategies widely, which consist of 4 elements, general strategies, authentic language usage, meaning of communication and self-management activities. But if there were comparison and contrast to be made, we can’t really see a big different between males and females on the usage of their strategy as some studies showed that males can use more strategy than female. According to Tran’s (1990) study in the USA proved that males used more strategy than females in the effort of improving their level of proficiency in English. Nyikos (1990) meanwhile proved that males can be more creative than females in using their strategies.
- 7. Yang’s (1990) study shows a positive relationship between motivation and LLS usage. McIntyre and Noels (1996) reported that, those who were constantly motivated, tended to apply more learning strategies and used them more frequently compared to the less motivated learners. Based on the two evidence of researches done by the experts, it is clearly stated that motivation is one of the factor of the LLS usage among learners.
- 9. Different person has different learning style. Therefore, it is no doubt that learning style does affect the usage of LLS. This is supported by some studies by experts. (Ehrman and Oxford, 1990) for example showed us thaat learners who prefer to have their own study group are shown to use social and interactive strategies rather than the other strategies to master their language learning. Rossi-Le (1995) supported this statement by showing those learners ho study in groups interact socially and working with their peers to learn language better.
- 11. The length of someone or a learner take to learn certain language does affect the LLS usage. This include the experience they gained through their study, which indirectly guide them to which strategy might suit them best. Purdie and Oliver’s (1990) studies showed us in their study, the students who had been studying in Australia for a longer period applied more cognitive strategies and memory strategies. The application of strategies is more towards thinking and memorizing what they have learnt through the period of time. A hypothesis can be made, which is the longer the period of learning, the wider the strategies that the learners will be using. Plus, the more effective the result will be.